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網路科技支援之電腦教學軟體對學生學習科學概念的影響

The Impacts on Science Learning Using a Web-Aided Instructional Simulation

摘要


The purpose of this research was to study the effects of selected characteristics of a web-aided instructional simulation on students' conceptual development, problem solving and transfer. A two-pronged research study was conducted using students enrolled in a beginning meteorology course at Iowa State University. For the experimental design, the performances of three groups (”using a simulation With-log” group, ”using a simulation without-log group” and ”control” group) were compared on posttest scores and a weather forecasting activity. No statistically significant differences (P<0.05) were found between the groups on these measures. However, follow-up interview data obtained from five diverse students in the treatment group showed that the simulation with authentic situations, multiple representations, and the capability of reviewing previous actions supported science learning. For the student who was able to readily take advantage of the information contained in the log and graphs, the simulation exercises were quickly completed and a sufficient understanding of the concept was developed to transfer the newly-gained knowledge to a new situation. For others the simulation was less effective. Although multiple representations can be used by the students to construct knowledge, those who make connections between representations can get better understandings of the simulated phenomena. According to Goos's and Galbraith's model of problem solving (1996), only one interviewee had the features of all three stages. This student also demonstrated a better understanding of how to transfer newly gained knowledge to weather forecast exercises. The other four interviewees, who did not have the features of all stages, need teachers' facilitation to build their problem-solving skills in order to make optimal learning using the instructional simulation developed by this study.

並列摘要


The purpose of this research was to study the effects of selected characteristics of a web-aided instructional simulation on students' conceptual development, problem solving and transfer. A two-pronged research study was conducted using students enrolled in a beginning meteorology course at Iowa State University. For the experimental design, the performances of three groups (”using a simulation With-log” group, ”using a simulation without-log group” and ”control” group) were compared on posttest scores and a weather forecasting activity. No statistically significant differences (P<0.05) were found between the groups on these measures. However, follow-up interview data obtained from five diverse students in the treatment group showed that the simulation with authentic situations, multiple representations, and the capability of reviewing previous actions supported science learning. For the student who was able to readily take advantage of the information contained in the log and graphs, the simulation exercises were quickly completed and a sufficient understanding of the concept was developed to transfer the newly-gained knowledge to a new situation. For others the simulation was less effective. Although multiple representations can be used by the students to construct knowledge, those who make connections between representations can get better understandings of the simulated phenomena. According to Goos's and Galbraith's model of problem solving (1996), only one interviewee had the features of all three stages. This student also demonstrated a better understanding of how to transfer newly gained knowledge to weather forecast exercises. The other four interviewees, who did not have the features of all stages, need teachers' facilitation to build their problem-solving skills in order to make optimal learning using the instructional simulation developed by this study.

被引用紀錄


林淑雯(2007)。結合情境模擬之混成訓練成效評鑑:以「主管教導能力訓練」為例〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2007.00116
林珍瑩(2001)。科技學習網之建置與應用〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1904200711493123
陳智源(2002)。電腦多媒體輔助教學在高一「力與運動」課程的教學成效探討〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2603200719122966
曾永祥(2002)。線上課程對高二學生四季成因概念學習的影響〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1904200716272344
黃瓊誼(2004)。平方根數位教材設計及學習成效之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2004200713263534

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